A Longitudinal Study on Planning Marine Education Courses and Enriching Pre-Service Teachers’ Marine Science Knowledge and Ocean Literacy(II)

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簡歷

基本資料

Project title

Code/計畫編號

MOST108-2511-H019-001-MY3

Translated Name/計畫中文名

深化職前教師海洋教育課程規劃與海洋素養之縱貫研究(II)

Project Coordinator/計畫主持人

Cheng-Chieh Chang

Funding Organization/主管機關

National Science and Technology Council

Co-Investigator(s)/共同執行人

蔡良庭

Department/Unit

Teacher Education Center

Website

https://www.grb.gov.tw/search/planDetail?id=13330499

Year

2020

Start date/計畫起

01-08-2020

Expected Completion/計畫迄

31-07-2021

Co-Investigator(s)

Liang-Ting Tsai
Lwun-Syin Lwo

Bugetid/研究經費

931千元

ResearchField/研究領域

科學教育

本計畫擬規劃三年期的長期追蹤研究調查並配合海洋教育課程規劃與實驗教學，探討國內職前教師（師培生）個人背景因素對於其海洋科學知識及素養（marine science knowledge and ocean literacy, MSKOL）的影響，及海洋科學知識及素養長期發展趨勢。教育部有感於海洋教育之重要性，特別將海洋教育列為中小學課程之重大議題。教師的專業能力顯著的影響學生的學習成效（例如：Tsai, Yang, 2015），且國內對於海洋教育專業的師資生培育顯得相當缺乏。這對教學現場推動海洋教育是一大挑戰，且師培生的海洋科學知識及素養缺少相關實徵研究。本計畫規劃第一年以命題式概念構圖評估及研發一份雙向翻譯（forward and backward translation）Markos等人（2015）所研發的Survey of Ocean Literacy and Experience量表，分別測量師培生的海洋素養（ocean literacy）及海洋科學知識（marine science knowledge）。並透過預試檢驗此量表之信度、效度及試題差異功能。第二年及第三年實施海洋教育課程規劃與實驗教學並同時透過四個時間點蒐集實驗組及對照組資料，以了解不同組別的師培生在海洋素養與MSK的差異及發展趨勢。研究成果預期將可對國內的海洋教育師資生培育政策的擬定及海洋教育課程的制訂等有重大的貢獻。本計畫並呈現先導性實驗（pilot studies）的結果，這些資料顯示出本計畫的所有研究目的均具有高度可行性且未來計畫完成後可具學術價值與應用貢獻。This research is a three-year longitudinal study and examines the planning and implementation of marine education courses and teaching experiments in order to explore the long-term development trend of marine science knowledge and ocean literacy (MSK) as well as the effect of personal background on MSK in pre-service teachers. The Ministry of Education attaches great importance to marine education and has included marine education as a major part of the elementary and junior high school curricula. Because teachers’ professional competence has a significant effect on students’ learning results (e.g., Tsai and Yang, 2015), and that Taiwan has failed to cultivate pre-service teachers with professional competence in marine education, the provision of live marine education has become markedly challenging. In addition, empirical studies on marine science knowledge and ocean literacy in pre-service teachers remain scant. In the first year of this study, the study will adopt a propositional concept to design relevant assessments and produce a forward and backward translation of the Survey of Ocean Literacy and Experience scale developed by Markos et al. (2015) to measure the MSK of pre-service teachers. Subsequently, the study will perform a pretest to assess scale reliability and validity as well as the functional differences between the scale items. In the second and third year of this study, the study will plan and implement marine education courses and teaching experiments, form an experimental and control group , and collect the data of these two groups at four different time points to determine the differences in MSK between the two groups as well as the MSK development trend. The results will serve as a reference for relevant units to formulate policies related to domestic marine education on pre-service teachers and to design marine education courses. Furthermore, this study will publicize its pilot study results, verifying that the objectives of this study are highly feasible and that they possess academic and practical values when fulfilled.

Keyword(s)

海洋科學知識
海洋素養
師資培育生（師培生）
長期追蹤研究
Marine science knowledge
Ocean literacy
pre-service teacher
longitudinal study

DSpace CRIS

A Longitudinal Study on Planning Marine Education Courses and Enriching Pre-Service Teachers’ Marine Science Knowledge and Ocean Literacy(II)

基本資料

Description